BEM 3701, Hazardous Waste Management 1 Course Descriptio.docx

BEM 3701, Hazardous Waste Management 1
Course Description
An Introduction to hazardous waste management issues,
programs, regulations, hazards, identification, characterization,
storage, disposal, and treatment options in the corporate,
industrial, and municipal settings.
Course Textbook
Pichtel, J. (2014). Waste management practices: Municipal,
hazardous, and industrial (2nd ed.). Boca Raton, FL:
CRC Press.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Discuss the history and the legal framework surrounding
hazardous waste issues.
2. Characterize the hazardous waste problem in America.
3. Describe various types of hazardous wastes, their impact on
the environment, and respective environmental

control and public health remedies.
4. Evaluate relevant regulatory compliance requirements in the
industrial environment.
5. Evaluate the efficacy of hazardous waste related mandates
and programs.
6. Describe hazardous waste characteristics, pathways in the
environment, and toxicological impacts.
7. Evaluate contemporary methods of hazardous waste
mitigation and remediation including waste minimization,
pollution prevention, reuse, and recycling.
8. Evaluate safety and health efforts related to hazardous waste
workers.
Credits
Upon completion of this course, the students will earn three (3)
hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides
students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes
that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which
discusses lesson material.
4. Reading Assignments: Units I-VII contain Reading

Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in the Unit
II and III study guides. Students are encouraged
to read the resources listed if the opportunity arises, but they
will not be tested on their knowledge of the
Suggested Readings.
6. Learning Activities (Non-Graded): The non-graded Learning
Activity in Unit II is provided to aid students in their
course of study.
7. Unit Assessments: This course contains four Unit
Assessments, one to be completed at the end of Units I, II, V,
and VIII. Assessments are composed of written-response
questions.
8. Unit Assignments: Students are required to submit for
grading Unit Assignments in Units I-IV, VI, and VII.
Specific information and instructions regarding these
assignments are provided below. Grading rubrics are
included with each assignment. Specific information about
accessing these rubrics is provided below.
BEM 3701, Hazardous Waste
Management
Course Syllabus
9. Ask the Professor: This communication forum provides you
with an opportunity to ask your professor general or
course content related questions.

10. Student Break Room: This communication forum allows for
casual conversation with your classmates.
CSU Online Library
The CSU Online Library is available to support your courses
and programs. The online library includes databases,
journals, e-books, and research guides. These resources are
always accessible and can be reached through the library
webpage. To access the library, log into the myCSU Student
Portal, and click on “CSU Online Library.” You can also
access the CSU Online Library from the “My Library” button on
the course menu for each course in Blackboard.
The CSU Online Library offers several reference services. E-
mail ([email protected]) and telephone
(1.877.268.8046) assistance is available Monday – Thursday
from 8 am to 5 pm and Friday from 8 am to 3 pm. The
library’s chat reference service, Ask a Librarian, is available
24/7; look for the chat box on the online library page.
Librarians can help you develop your research plan or assist you
in finding relevant, appropriate, and timely information.
Reference requests can include customized keyword search
strategies, links to articles, database help, and other
services.
Unit Assignments
Unit I Essay
Locate the following video in the General OneFile database in

the CSU Online Library:
Love Canal: A legacy of doubt [Video file]. (2015). New York
Times Video Collection. Retrieved from
http://go.galegroup.com/ps/i.do?id=GALE%7CCT351695363&v
=2.1&u=oran95108&it=r&p=ITOF&sw=w&asid=49
05c27b0a100ea0288d8cb5bc60b8e2
Once you have watched the video, locate and read the following
article in the Academic OneFile in the CSU Online
Library:
Rosenberg, D. (2003). Love Canal's long shadow 25 years later:
Twenty-five years later, another New York town turns
toxic. Newsweek, 50. Retrieved from
http://go.galegroup.com/ps/i.do?id=GALE%7CA106107213&v=
2.1&u=oran95108&it=r&p=AONE&sw=w&asid=06
deea23e704a41a0b598fcaf9093389
After you have watched the video and read the article, answer
the following questions.
1. How did the Love Canal incident influence the way we deal
with toxic waste in America?
2. Do you think that the area around Love Canal should have
been inhabited after the cleanup? Would you move
into such an area? Why, or why not?
3. What does the Blake family’s story indicate about the
effectiveness of our hazardous waste regulations? What

more should be done to prevent situations like Hickory Woods?
4. Discuss your thoughts on how the health issues experienced
by the Hickory Woods and Love Canal residents
should impact regulations. When public health impacts cannot
be definitively linked to contamination, how should
the government respond?
Your response to EACH question must be a minimum of 200
words, and EACH response should contain at least one in-
text citation. You should include your references at the end of
the document. Any sources used, including the textbook,
must be referenced; paraphrased and quoted material must have
accompanying APA citations.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
mailto:[email protected]
Unit II Assignment
For this assignment, navigate to
https://www.epa.gov/hw/criteria-definition-solid-waste-and-
solid-and-hazardous-waste-
exclusions. Using this site and the links in it, you should be
able to answer the following questions. If you want to look at
other sources, you may.
1. The waste your company creates in a process is on the EPA’s

F-list. It has the following characteristics:
to the original process.
al is not specifically excluded from RCRA.
-
like.
accumulated before it is disposed of.
Is the waste considered a solid waste that is regulated under
RCRA? In your answer, describe why each
characteristic does or does not make the waste a solid waste
under RCRA.
2. Describe what it means if a waste is accumulated
speculatively.
3. You are asked by your employer to determine if a waste is
subject to RCRA. The waste is spent sulfuric acid. Use
the EPA website to explain why the waste is or is not subject to
RCRA.
4. Your facility produces a listed waste that is inherently waste-
like and is not used as an ingredient or substitute in
the original process. The waste is not specifically excluded, nor
is it a military munition. Describe how you would
determine if the waste is regulated as a hazardous waste under
RCRA. What does it mean when a waste is
“inherently waste-like” under RCRA?
Your response must be in essay format and should be a
minimum of one page in length. Any sources used, including the

textbook, must be referenced; paraphrased and quoted material
must have accompanying APA citations.
Unit III Essay
Contingency Plan
You are a newly hired environmental manager at a small college
in the United States. You are asked to write a hazardous
waste management plan for your facility, a Large Quality
Generator (LQG). The college creates waste via chemistry
laboratories, research activities, and maintenance activities.
Using your textbook, the CSU Online Library, and other
resources, describe the basic components of your plan and why
each is needed. You are not required to write the entire
plan, however, you must identify the key sections of the plan
and why you would include them.
Refer to the requirements in Chapter 12, pages 379-390, of your
textbook as a reference for the essay. In your essay, be
sure to address the following topics:
1. how you will manage hazardous waste on-site,
2. how you will address emergency response,
3. personnel training,
4. reporting and recordkeeping,
5. permitting,
6. containment buildings and facility requirements, and
7. planning and notification.
You do not have to address requirements for specific chemicals.

The goal for this assignment is to research and discuss
the RCRA requirements for an LQG. Your essay must be a
minimum of three pages in length, not including cover page
and references. At least one reference must be from the CSU
Online Library. Feel free to go to the Internet and search
out examples of college and university HWMPs, however, make
sure to cite them in your essay.
All sources used, including the textbook, must be referenced;
paraphrased and quoted material must have accompanying
citations, and cited per APA guidelines.
solid-and-hazardous-waste-exclusions
solid-and-hazardous-waste-exclusions
Unit IV PowerPoint Presentation
Congratulations! You have just been hired as the environmental
manager at a hazardous waste incinerator. The
community around your incinerator has some concerns about
your facility, and you have been selected to create a
PowerPoint presentation explaining your facility and its
environmental effects at a community meeting. Using your
textbook, the CSU Online Library and other resources, describe
the basic components of your facility, the regulations it
must follow, and the environmental effects it might have on the
community.

The PowerPoint presentation template provided here will tell
you what to cover in each slide. Click here to access the
template to create a new PowerPoint presentation. Do NOT just
add to the template for your PowerPoint presentation. If it
takes more slides than the template provides to cover a topic,
that is fine! The following elements are required in your
PowerPoint presentation:
1. Speaker’s notes: Each slide should have detailed speaker’s
notes. The notes should thoroughly narrate the
PowerPoint presentation and contain everything that you would
be saying to your audience if you were actually
giving the PowerPoint presentation in the community meeting.
The slides should not contain paragraphs of text.
The bulk of the text should be in the speaker’s notes, and the
slides should summarize and give a visual guide to
what you are saying in the speaker’s notes.
2. Background and graphics/photos: Make your PowerPoint
presentation visually interesting, but not crowded.
All sources used, including the textbook, must be referenced;
Unit VI Essay
You are the new environmental manager for a facility that
generates a large amount of used oil. The management of the
company has not properly managed its used oil in the past, and

you have been assigned the task of writing a report on
what needs to be done at the facility to comply with regulations.
Your report should contain the following information:
of used oil,
facility’s used oil (re-refining, slipstreaming, etc.).
Your report must be a minimum of three pages in length and use
at least two outside resources. All sources used,
including the textbook, must be referenced; paraphrased and
quoted material must have accompanying citations, and
cited per APA guidelines.
Unit VII Essay
For this assignment, you are required to write a minimum three-
page essay on electronic waste. Your paper must include
the following information:
-waste is generated?
rdous characteristics of e-waste?
-waste?

-waste?
-
waste both here and abroad?
You must use at least two outside resources. All sources used,
including the textbook, must be referenced; paraphrased
and quoted material must have accompanying citations, and
cited per APA guidelines.
https://online.columbiasouthern.edu/CSU_Content/courses/Emer
gency_Services/BEM/BEM3701/14E/Unit%20IV_Assignment_T
emplate.pptx
APA Guidelines
The application of the APA writing style shall be practical,
functional, and appropriate to each academic level, with the
primary purpose being the documentation (citation) of sources.
CSU requires that students use APA style for certain
papers and projects. Students should always carefully read and
follow assignment directions and review the associated
grading rubric when available. Students can find CSU’s Citation
Guide by clicking here. This document includes examples
and sample papers and provides information on how to contact
the CSU Success Center.

Grading Rubrics
This course utilizes analytic grading rubrics as tools for your
professor in assigning grades for all learning activities. Each
rubric serves as a guide that communicates the expectations of
the learning activity and describes the criteria for each
level of achievement. In addition, a rubric is a reference tool
that lists evaluation criteria and can help you organize your
efforts to meet the requirements of that learning activity. It is
imperative for you to familiarize yourself with these rubrics
because these are the primary tools your professor uses for
assessing learning activities.
Rubric categories include: (1) Assessment (Written Response)
and (2) Assignment. However, it is possible that not all of
the listed rubric types will be used in a single course (e.g., some
courses may not have Assessments).
The Assessment (Written Response) rubric can be found
embedded in a link within the directions for each Unit
Assessment. However, these rubrics will only be used when
written-response questions appear within the Assessment.
Each Assignment type (e.g., article critique, case study,
research paper) will have its own rubric. The Assignment
rubrics
are built into Blackboard, allowing students to review them
prior to beginning the Assignment and again once the
Assignment has been scored. This rubric can be accessed via the
Assignment link located within the unit where it is to be
submitted. Students may also access the rubric through the
course menu by selecting “Tools” and then “My Grades.”
Again, it is vitally important for you to become familiar with
these rubrics because their application to your

Assessments and Assignments is the method by which your
instructor assigns all grades.
Communication Forums
These are non-graded discussion forums that allow you to
communicate with your professor and other students.
Participation in these discussion forums is encouraged, but not
required. You can access these forums with the buttons in
the Course Menu. Instructions for subscribing/unsubscribing to
these forums are provided below.
Once you have completed Unit VIII, you MUST unsubscribe
from the forum; otherwise, you will continue to
receive e-mail updates from the forum. You will not be able to
unsubscribe after your course end date.
Click here for instructions on how to subscribe/unsubscribe and
post to the Communication Forums.
Ask the Professor
This communication forum provides you with an opportunity to
ask your professor general or course content questions.
Questions may focus on Blackboard locations of online course
components, textbook or course content elaboration,
additional guidance on assessment requirements, or general
advice from other students.
Questions that are specific in nature, such as inquiries regarding
assessment/assignment grades or personal
accommodation requests, are NOT to be posted on this forum. If
you have questions, comments, or concerns of a non-
public nature, please feel free to email your professor.

Responses to your post will be addressed or emailed by the
professor within 48 hours.
Before posting, please ensure that you have read all relevant
course documentation, including the syllabus,
assessment/assignment instructions, faculty feedback, and other
important information.
http://www.columbiasouthern.edu/downloads/pdf/success/citatio
n-guide
https://online.columbiasouthern.edu/CSU_Content/common_file
s/instructions/DB/Create_New_Thread_Subscribe.pdf
Student Break Room
This communication forum allows for casual conversation with
your classmates. Communication on this forum should
always maintain a standard of appropriateness and respect for
your fellow classmates. This forum should NOT be used to
share assessment answers.
Grading
Unit Assessments (4 @ 15%) = 60%
Unit Essays (4 @ 5%) = 20%
Unit II Assignment = 5%
Unit IV PowerPoint Presentation = 15%
Total = 100%

Course Schedule/Checklist (PLEASE PRINT)
The following pages contain a printable Course Schedule to
assist you through this course. By following this schedule,
you will be assured that you will complete the course within the
time allotted.
BEM 3701, Hazardous Waste Management Course Schedule
By following this schedule, you will be assured that you will
complete the course within the time allotted. Please keep this
schedule for reference as you progress through your course.
Unit I History of Hazardous Waste Management
Review:
Read:
-13
-59
Submit:
Notes/Goals:

Unit II Identification of Hazardous Waste and Household
Hazardous Waste
Review:
-Graded): See Study Guide
Read:
-78
Submit:
ssignment
Notes/Goals:
Unit III Hazardous Waste Generator Requirements and
Hazardous Waste Transportation
Read:

on
Notes/Goals:
Unit IV Treatment Storage and Disposal Facilities (TSDFs) and
Incineration of Hazardous Waste
Read:
Requirements
Notes/Goals:

Unit V Incineration, Treatment Technologies, and Land
Disposal of Hazardous Waste
Read:
Assessment
Notes/Goals:
Unit VI Universal Waste and Management of Used Oil
Read:
Notes/Goals:

Unit VII Medical and Infectious Waste, Construction Waste,
and Electrical Waste
Read:
Notes/Goals:
Unit VIII Case Scenarios in Hazardous Waste Management

Submit
Notes/Goals:
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
3. Describe various types of hazardous wastes, their impact on
the environment, and respective
environmental control and public health remedies.
4. Evaluate relevant regulatory compliance requirements in the
industrial environment.

Reading Assignment
Chapter 12:
Hazardous Waste Generator Requirements
Chapter 13:
Unit Lesson
Part of the Resource and Conservation Recovery Act’s (RCRA)
cradle-to-grave regulation of hazardous
waste includes the regulation of hazardous waste generators (as
found in 40 CFR 262). A waste generator is
responsible for determining whether the waste it generates is
considered hazardous under RCRA. Generators
must measure the quantity of hazardous waste (HW) generated
per calendar month. This amount must
include any waste that the generator accumulates on-site, waste
that is treated or disposed of at the site, and
waste that is collected as sludge or removed from storage tanks
(Pichtel, 2014). The amount of HW
generated then becomes the criteria by which a generator type is
determined. The two types are large quality
generator (LQG) and small quantity generator (SQG). RCRA
requires that SQGs and LQGs be permitted, but
the requirements of the permit for the SQG are less stringent
than those for the LQG.
A generator qualifies as a LQG if it generates greater than 1000
kg of hazardous waste or 1 kg of acutely
hazardous waste per calendar month. A facility that generates

more than 100 kg and less than 1000 kg of
hazardous waste, or 1 kg of acutely hazardous waste per
calendar month is considered a SQG. Generators
must classify their waste to a waste code. Understanding what
codes are typical for specific types of industry
help waste managers to anticipate the characteristics of the
waste stream for their facility. One additional
category of waste generator is the conditionally exempt SQG
(CESQG). A CESQG is a facility that generates
less than 100 kg of hazardous waste or 1kg or less of acutely
hazardous waste per month. These facilities are
exempt from most of RCRA’s hazardous waste requirements.
SQGs must comply with less stringent requirements than LQGs.
Both types of facilities must obtain an EPA
Identification Number. LQGs are allowed to accumulate
hazardous waste on site in containers, containment
buildings, or tanks for up to 90 days without a permit. Each
container must be marked with the date on which
the accumulation of the waste began. If these wastes must be
stored for more than 90 days, the facility
qualifies as a treatment, disposal, and storage facility (TSDF),
and the facility is then subject to additional
regulation (found in 40 CFR 264 and 270). Even if the waste is
not accumulated for more than 90 days, there
are requirements regarding how the waste is stored in the
container or tank at an SQG or and LQG. For
example, the tanks or containers must be labeled with the words
“Hazardous Waste” and the date the waste
was generated. There are several other specific requirements
that cover where the waste is stored, inspection
requirements, and maintenance requirements. In addition to
tanks and containers, RCRA allows waste to be
stored, under limited circumstances, in piles in containment
buildings. The facility must have a permit to do

UNIT III STUDY GUIDE
and Hazardous Waste Transportation
UNIT x STUDY GUIDE
Title
so, and there are several requirements that must be met. These
requirements include certification of the
building by a professional engineer and a routine inspection
(Pichtel, 2014).
Emergency Response Requirements
An LQG must prepare a written emergency response plan, and it
must provide hazardous waste management
and emergency response training to its employees. The plan
must be filed with the police and fire department,
hospitals, and emergency response teams. The LQG must also
have a designated employee who is
responsible for emergency response measures. SQG emergency
response requirements are not as stringent.
The SQG must still have an employee designated as responsible
for emergency response. A full emergency
response plan is not required, however. The SQG does have to
post emergency response information next to

office phones and familiarize its employees with emergency
procedures.
The tracking and regulation of hazardous waste does not stop
with its generation. When an SQG or LQG
transports waste off-site for disposal or treatment, it is closely
tracked by the Environmental Protection
Agency (EPA). There are Department of Transportation
Regulations that apply, as well. Consider the quantity
and frequency of transport of hazardous waste. In 2010, over
16,000 shippers transported about six million
tons of hazardous waste (HW). More than half of the HW
shipped in 2010, was shipped across state lines
(Pichtel, 2014). There is a split of authority in regulation of
various aspects of transport of hazardous waste
between the Department of Transportation (DOT) and the
Environmental Protection Agency (EPA), whereby
DOT has traditionally regulated hazard identification,
packaging and transport of all chemicals including
wastes. EPA regulations (RCRA, Subtitle C) cover the
management of those shipments and tracking of their
quantities, as well as certain activities performed in preparation
of the shipments and recordkeeping
requirements.
There are various ways in which hazardous waste is transported
across the United States. Cargo tanks are
the main carriers, but almost 155 million tons of hazardous
waste is transported by rail each year (Pichtel,
2014). The DOT regulates tank car design and rail car design
for hazardous materials transportation.
Generally, transporters are either generators who are
transporting their waste to a TSDF, contractors who are
collecting waste from generators and then hauling to a TSDF, or

TSDFs that are collecting waste from
generators. Each transporter must use the Hazardous Waste
Manifest System. The manifest documents the
type and amount of waste, waste handling instructions, and
signature lines for each party involved in the
disposal of the waste.
As part of the DOT’s hazard communication regulations, the
hazardous waste shipper must comply with
regulations for the waste’s “identification, classification,
labeling, packaging, markings, placards, and shipping
documentation” (Pichtel, 2014, p. 406). The information must
be available to the public, emergency response
teams, and regulators. In the event of a spill, the identification
of the hazardous waste allows emergency
responders to take appropriate measures to protect themselves,
as well as the public. The Hazardous
Materials Table, which is found in 49 CFR 172.101 (see the
Learning Activity in Unit II for instructions on how
to find this section of the regulations), lists the materials
regulated as hazardous by the DOT. The table lists
all of the information one would need to transport the waste.
In the DOT regulations, hazardous waste is considered a subset
of hazardous materials, which are subject to
additional regulations (Pichtel, 2014). Perhaps you have noticed
the placards on tractor-trailers as you drive
down the highway. Each of these placards contains important
information regarding the type of waste that is
being transported. There are various classes of hazardous
materials, and each class has its own placarding
and marking requirements. Hazardous materials are classified as
explosive gases, flammable liquids,
flammable solids, oxidizers and organic peroxides, toxic or
poisonous materials, radioactive materials,
corrosive materials, miscellaneous hazardous materials, and

other regulated materials (Pichtel, 2014).
In the event of a hazardous materials spill, 49 CFR 171.15
requires that transporters notify the National
Response Center immediately of any significant hazardous
materials incident during transportation. The
incident must meet a certain set of criteria to be considered
immediately reportable. For example, the incident
must be immediately reported if a person is killed or an
evacuation of more than one hour occurs (Pichtel,
2014). When these incidents occur, the hazard communication
regulations are invaluable for protecting
worker safety and public health. For example, if a tractor-trailer
overturns and emergency responders see that
UNIT x STUDY GUIDE
Title
a placard indicates that the material the truck was carrying is
poisonous and gaseous, they know that they
must wear proper protective equipment, and potentially
evacuate the area.
Reference
Pichtel, J. (2014). Waste management practices: Municipal,

hazardous, and industrial (2nd ed.). Boca
Raton, FL: CRC Press.
Suggested Reading
The website presented below provides a searchable database
enabling the user to identify RCRA-related
information. Go to the website and click on “Topics Search.”
http://www.epa.gov/epawaste/inforesources/online/index.htm
http://www.epa.gov/epawaste/inforesources/online/index.htm
Essay
Contingency Plan You are a newly hired environmental manager
at a small college in the United States. You are asked to write a
hazardous waste management plan for your facility, a Large
Quality Generator (LQG). The college creates waste via
chemistry laboratories, research activities, and maintenance
activities. Using your textbook, the CSU Online Library, and
other resources, describe the basic components of your plan and
why each is needed. You are not required to write the entire
plan, however, you must identify the key sections of the plan
and why you would include them. Refer to the requirements in
Chapter 12, pages 379-390, of your textbook as a reference for
the essay. In your essay, be sure to address the following topics:
1. how you will manage hazardous waste on-site, 2. how you
will address emergency response, 3. personnel training, 4.
reporting and recordkeeping, 5. permitting, 6. containment
buildings and facility requirements, and 7. planning and

notification. You do not have to address requirements for
specific chemicals. The goal for this assignment is to research
and discuss the RCRA requirements for an LQG.
Your essay must be a minimum of three pages in length, not
including cover page and references. At least one reference
must be from the CSU Online Library. Feel free to go to the
Internet and search out examples of college and university
HWMPs, however, make sure to cite them in your essay. All
sources used, including the textbook, must be referenced;

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